科学隐喻认知加工的ERP研究

发布时间：2018-04-27 21:39

本文选题：科学隐喻 + 概念转变　；参考：《陕西师范大学》2016年博士论文

【摘要】：科学概念的形成和转变是科学教育最基本和最关键的环节。科学概念的学习所利用的发散、汇聚、联想、迁移等一系列思维形式都涉及对科学隐喻的认知加工。利用科学隐喻进行认知操作是科学概念形成和转变的一个基本机制,是科学教育活动的一个本质性的微观过程。在长期的科学教育实践中,古今中外许多杰出的科学家、教育家高超、灵活地运用科学隐喻和日常隐喻,已经积累了大量成功的教育教学范例。在科学教育学科的理论与实践借助现代科技成果向应用广、技术新、基础深等维度快速发展的背景中,借鉴心理学、认知神经学、语言学等学科领域的研究工具和手段,对科学隐喻的认知神经加工机制的深入探讨,已经成为国际科学教育研究领域中的学科交叉的前沿,其成果对于科学教育实践具有重要的认识论和方法论意义。事件相关电位(event-relatedpotential,ERP)的毫秒级的时间分辨率以及多维度的成分分析使其成为隐喻认知加工这个内隐的、连续的、复杂心理过程的理想研究工具。本研究借鉴以日常语言和文学语言为语料的隐喻ERP研究范式,设计了三个ERP实验,逐步深入地对比分析了科学隐喻与日常隐喻、科学隐喻与文学隐喻、科学语言(隐喻和直义)与日常直义认知加工大脑激活程度和区域的异同,从而从隐喻的视角探讨了科学概念的认知神经加工机制。科学隐喻是在自然科学语境使用的隐喻,这使得它同日常隐喻和文学隐喻在语境和功能上存在差异。这种差异主要表现在以下几个方面:首先,科学隐喻往往跨越科学和日常两种语境,因此具有更加复杂的语境结构,ERP的N400成分对此非常敏感;其次,科学隐喻认知加工晚期必然涉及一个从具体到抽象的科学推理过程,从而达到其特有的知识顿悟的功能,ERP的晚期成分对此非常敏感。遵照循序渐进的原则,本研究设计了三个ERP实验,以便逐步深入地考察科学隐喻的认知神经加工机制。实验一是科学隐喻与日常隐喻的对比研究,其主要目的是验证由于科学隐喻特有的隐喻度、熟悉度和抽象度,其认知神经加工机制是否表现出与日常隐喻与直义表达不同的特性,从而为随后的实验奠定重要的基础。该实验采用尾词范式,选取叠加宾语呈现前200 ms到呈现后1000 ms的脑电。实验刺激分为三种类型:科学隐喻句、日常隐喻句和日常直义句。通过前测问卷,研究者对实验语料的意义度、隐喻度和熟悉度进行了评定。研究结果表明,隐喻句比直义句诱发了更负的N400;科学隐喻句的波幅最高,而且存在右半球优势效应。继N400之后,科学隐喻句和日常隐喻句都诱发了另外一个晚负成分,且科学隐喻句的波幅显著高于日常隐喻句的波幅;左右脑都参与了科学隐喻认知较晚期阶段的加工。由于LPC时间窗重叠了一个晚负成分,这导致隐喻句诱发的LPC波幅明显降低,尤其科学隐喻句的波幅。实验一结果说明,隐喻句的语义加工难度大于日常直义句的加工难度;相比较而言,科学隐喻句的加工难度更大。此外,由于科学隐喻特有的知识顿悟功能,加工晚期涉及从具体到抽象的推理过程,因此语义再次融合难度依然很大。在实验一的研究基础以上,实验二进一步将科学隐喻和文学隐喻进行了对比研究。从熟悉度的角度来看,科学隐喻和文学隐喻都属于新奇隐喻。但是与文学隐喻相比,科学隐喻具有其独特语境复杂性和知识顿悟功能。因此,实验二的研究结果能够更加清楚地表明科学性在隐喻认知神经加工中的独特作用。实验二实验范式和数据分析方法同实验一。实验刺激分为四种类型:科学隐喻句、文学隐喻句、日常隐喻句和日常直义句,也就是说,实验刺激在实验一语料的基础上加入了文学隐喻句。前测问卷除了实验一的三个环节以外,增加了对实验刺激尾词具体度的评估。实验结果表明,由于都是新奇隐喻,科学隐喻句和文学隐喻句诱发的N400无明显差异。继N400之后,隐喻句都诱发了晚负成分,科学隐喻句的波幅最高,且左右脑的激活程度无明显差异。更加重要的是,为了清楚地观察在后期加工过程中两种新奇隐喻句之间的差异随时间的变化情况,本研究将LPC时间窗进一步分成了三个子时间窗。研究结果表明,随着时间的推移,科学隐喻和文学隐喻的波幅差异越来越大;与文学隐喻相比,科学隐喻激活的脑区范围也越来越大。可见,与更加抽象的科学隐喻相比,在较晚期加工过程中,文学隐喻变得越来越常规化了,其加工难度逐渐降低,从而去接近日常隐喻的加工难度。最后,在实验一和实验二的基础上,实验三是关于科学语言(隐喻和直义)与日常直义的对比研究。实验范式和数据分析方法同实验一和实验二。实验刺激分为三种类型:科学隐喻句、科学直义句和日常直义句。前测过程与实验一类似。实验三的目的是从以下两个层面更加细致地探讨科学隐喻的认知神经加工机制:首先,从科学隐喻和科学直义的共性层面,研究者更加本源地考察了科学语言的加工机制。其次,从科学隐喻和科学直义不同之处,研究者进一步考察了科学概念的抽象度对其脑加工机制的影响。实验结果表明,科学语言句(隐喻和直义)比日常直义句诱发了更负的N400,且科学隐喻比直义句(科学和日常)诱发了更负的N400。左右半球都参与了科学语言的认知加工,右脑顶叶区的激活程度尤其明显。继N400之后,科学语言句(隐喻和直义)都诱发了晚负成分,科学隐喻句的波幅最高,且左右脑的激活程度无明显差异。科学语言特有的复杂性和抽象性降低了其语义显性度,这造成了语义加工难度的提高。本研究选取概念隐喻的理论视角,结合认知神经科学和语言学研究方法,通过对比分析科学隐喻与文学隐喻和日常隐喻以及科学语言(隐喻和直义)与日常直义神经机制的异同,探讨了科学隐喻特有的认知神经加工机制,研究发现:1.跨越科学和日常的更加复杂的语境结构导致科学隐喻源域和目标域间距离更长,建立语义映射所需的认知负载也随之增大;2.从具体源域到抽象目标域的更加细致的推理过程导致科学隐喻不同语域之间再度融合难度进一步增大,其加工过程涉及难度更大且更加费时的比较过程;3.左右半球都参与了科学隐喻的认知加工,相比较而言,右脑,尤其是右脑顶叶区,在科学思维中的作用是不容忽视的。这些研究结果,初步揭示了科学概念形成和转变过程中学习者进行科学认知的脑加工过程。更加有意义的是,基于科学隐喻脑加工机制的科学发现,本研究尝试对科学概念教学提出一些建议,如从日常隐喻到科学隐喻的顺序教学、分阶段的科学思维培养和科学课堂中阅读能力的培养,以期能够对深化和优化科学概念学习予以重要的启示,对于设计和运用更为现实有效的科学教育教学方法提供一定的脑加工机制的理论依据。
[Abstract]:The formation and transformation of scientific concepts is the most basic and critical link in science education. A series of thinking forms, such as divergence, convergence, association and migration, are involved in the cognitive processing of scientific metaphor. The use of scientific metaphor is a basic mechanism for the formation and transformation of scientific concept, and it is a science. In the long term scientific and educational practice, many outstanding scientists and educationists in the ancient and modern times have accumulated a large number of successful examples of education and teaching. The theory and practice of science education are applied to the application of modern scientific and technological achievements. In the background of the rapid development of the broad, technological and basic dimensions, the research tools and means of psychology, cognitive neurology and linguistics are used for reference, and the deep exploration of cognitive neural processing mechanism of scientific metaphor has become the frontier of interdisciplinary research in the field of international science education, and its achievements are for the practice of scientific education. It has important epistemological and methodological significance. The time resolution of the millisecond level of event-relatedpotential (ERP) and the multidimensional component analysis make it an ideal research tool for the implicit, continuous, complex psychological process of metaphorical cognitive processing. This study uses the daily and literary language as the corpus. The metaphorical ERP research paradigm designed three ERP experiments, and gradually compared and analyzed the similarities and differences between scientific metaphor and daily metaphor, scientific metaphor and literary metaphor, scientific language (metaphor and direct meaning) and the cognitive processing of brain activation degree and region of the daily direct sense, thus the cognitive processing machine of scientific concepts was discussed from the perspective of metaphor. Scientific metaphor is a metaphor used in the context of natural science. This makes it different from the context and function of everyday metaphor and literary metaphor. This difference is mainly manifested in the following aspects: first, the scientific metaphor often crosses the two contexts of science and daily, and therefore has a more complex context structure, and the N400 component of ERP Second, the late stage of cognitive processing of scientific metaphor is bound to involve a specific and abstract scientific reasoning process to achieve its unique knowledge epiphany. The late components of ERP are very sensitive to it. According to the principle of gradual progress, this study designed three ERP experiments to examine the recognition of scientific metaphor in depth. The experimental one is the comparative study of scientific metaphor and daily metaphor. The main purpose of this study is to verify the specific metaphorical degree, familiarity and abstraction of scientific metaphor, and whether the cognitive processing mechanism shows different characteristics from the daily metaphor and the direct meaning, thus laying an important foundation for the subsequent experiment. The experiment uses the tail word paradigm to select the brain electricity from the first 200 ms to the 1000 ms after the presentation of the superposition object. The experimental stimulus is divided into three types: scientific metaphorical sentence, daily metaphorical sentence and daily direct meaning sentence. The sentence induces a more negative N400; the scientific metaphorical sentence has the highest amplitude and has the right hemisphere advantage effect. After N400, the scientific metaphorical sentence and the daily metaphorical sentence all induce another late negative component, and the amplitude of the scientific metaphorical sentence is significantly higher than the amplitude of the daily metaphorical sentence; the left and right brains are involved in the addition of the later stage of the scientific metaphor cognition. Because the LPC time window overlaps a late negative component, it leads to a significant decrease in the LPC amplitude induced by the metaphorical sentence, especially the amplitude of the scientific metaphorical sentence. The result of the experiment shows that the difficulty of the semantic processing of the metaphorical sentences is greater than the difficulty of the processing of the daily sentences. In comparison, the processing of the scientific metaphor is more difficult. In addition, the scientific metaphor is more difficult. The special knowledge epiphany function, and the late processing involves the reasoning process from concrete to abstract, so the difficulty of semantic reintegration is still very difficult. In the experiment one above, experiment two makes a comparative study of scientific metaphor and literary metaphor. From the perspective of familiarity, both scientific metaphor and literary metaphor are new. However, compared with literary metaphor, scientific metaphor has its unique contextual complexity and knowledge epiphany function. Therefore, the results of experiment two can clearly show the unique role of Science in metaphorical cognitive neuroprocessing. Experiment two experimental paradigm and data analysis method and experiment one. Experimental stimuli are divided into four types: The scientific metaphorical sentence, the literary metaphorical sentence, the daily metaphorical sentence and the daily direct meaning sentence, that is, the experimental stimulus is added to the literary metaphorical sentence on the basis of the experimental data. The pre test questionnaire, in addition to the three links of the experimental one, increases the evaluation of the specificity of the experimental stimulus tail words. The experimental results show that, because all are novel metaphors, scientific implicit. There is no obvious difference in the N400 induced by metaphorical sentences and literary metaphorical sentences. After N400, the metaphorical sentences all induce the late negative components. The amplitude of the scientific metaphorical sentences is the highest, and the activation degree of the left and right brain is not significantly different. More importantly, to clearly observe the variation of the differences between the two novel metaphorical sentences in the process of later processing. In this study, the LPC time window is further divided into three sub time windows. The results show that the amplitude difference between scientific metaphor and literary metaphor is more and more significant as time goes on. Compared with literary metaphor, the brain area of scientific metaphor is becoming larger and larger. In this case, literary metaphor has become more and more conventional, and its processing difficulty is gradually reduced to close to the difficulty of processing everyday metaphors. Finally, on the basis of experiment one and experiment two, experiment three is a comparative study of the scientific language (metaphor and direct meaning) and the daily direct meaning. The empirical and data analysis methods are the same as experiment one and experiment two. The experimental stimulation is divided into three types: scientific metaphorical sentence, scientific direct meaning sentence and daily straight sentence. The process of pre test is similar to that of experiment. The purpose of experiment three is to explore the cognitive mechanism of cognitive cognitive processing in scientific metaphor from the following two levels. First, from the common level of scientific metaphor and scientific direct meaning, the researchers have a more original investigation. Secondly, from the difference between scientific metaphor and scientific direct meaning, the researchers further examine the influence of the degree of abstraction of scientific concepts on the mechanism of brain processing. The experimental results show that the scientific language sentence (metaphor and direct meaning) induces a more negative N400 than the daily direct meaning, and the scientific metaphor is more attractive than the direct sense sentence (scientific and daily). The more negative N400. hemispheres are involved in the cognitive processing of the scientific language. The activation degree of the right parietal lobe is particularly obvious. Following N400, the scientific language sentences (metaphors and direct meanings) all induce the late negative components. The amplitude of the scientific metaphorical sentences is the highest, and the activation range of the left and right brain is not distinctly different. This study selects the theoretical perspective of conceptual metaphor, combining cognitive neuroscience and linguistic research methods, and compares and analyzes the similarities and differences between scientific metaphor and literary metaphor and daily metaphor and scientific language (metaphor and direct meaning) and the common semantic mechanism. To discuss the special cognitive processing mechanism of scientific metaphor, it is found that 1. the more complex contextual structure of scientific and daily life leads to the longer distance between the source domain of scientific metaphor and the target domain, and the cognitive load needed to establish semantic mapping is also increased; 2. the more detailed reasoning process from the specific source domain to the abstract target domain leads to the division of the section. The difficulty of reintegration between different registers of metaphor is further increased, and its processing involves a more difficult and more time-consuming comparison process; about 3. hemispheres are involved in cognitive processing of scientific metaphor. In comparison, the right brain, especially the right parietal lobe, can not be ignored in scientific thinking. These results are preliminary. It reveals the process of scientific cognition in the process of scientific cognition in the formation and transformation of scientific concepts. More meaningful is the scientific discovery of scientific metaphor based on the mechanism of brain processing. This study attempts to make some suggestions on the teaching of scientific concepts, such as the sequential teaching from everyday metaphor to scientific metaphor, the training of scientific thinking in stages and the development of scientific thinking. The cultivation of reading ability in the science classroom is expected to give important enlightenment to the deepening and optimization of scientific concept learning. It provides a theoretical basis for the design and use of more realistic and effective teaching methods of scientific education.

【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G633.98

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